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View Additional Resources Additional Resources . Teaching Controversial Issues to Elementary Students . American Indian Logos, Mascots, and Images Background Information . American Indian Logos, Mascots, and Images Lesson . American Indian Perspectives on Thanksgiving . Culturally Responsive Teaching Matters! . CREDE - Center for Research on Education, Diversity, and Excellence Hawai’i Project . Ute History Timeline . The Southern Ute Indian Tribe Seal & Flag . Some Notable Leaders of the Capote and Mouache Ute Bands . Ute Indian Tribe of Uintah and Ouray Reservation Seal & Flag . Some Notable Leaders of the Ute Indian Tribe of Uintah and Ouray Reservation . Some Notable Leaders of the White River & Tabeguache Ute Bands . Ute Mountain Ute Indian Tribe Seal & Flag . Some Notable Leaders of the Weeminuche Ute Band . Print, Video, and Web Resources Teaching Controversial Issues to Elementary Students Teaching controversial issues can be a great challenge for teachers. Some teachers worry that they do not have the right tools or background knowledge to adequately approach the topics, while others may fear repercussions for addressing these issues in such an unsettled climate. However, teaching about controversies, especially current events like those that took place in Charlottesville and St. Louis, are even more important for students in today’s classrooms. As we continue to grow as a diverse nation (and world), we must work to make sure all students experience school with a sense of dignity about who they are. This includes reaching those marginalized students and giving them the support they need to find classroom success and to also feel loved and accepted in this world. More importantly, as a nation, it is only through education that we can make ourselves better. Facing our shortcomings and finding solutions to breach our gaps is the key to guiding the next generations in the direction toward positive change. In K-5, especially in the younger of those grades, the thought of navigating a conversation of this magnitude can feel uncomfortable, inappropriate, or just plain wrong. However, elementary students can handle these conversations if they are handled in the right way. Here are some suggestions for ways to teach controversial issues to elementary students: Make a Safe Space: Create a safe space for all students to share their ideas, opinions, and feelings about the ​ heavy topics they will be learning about. Build a strong classroom community that can work through tough topics together. Encourage risk-taking and divergent thinking in your classroom. Teach your students that unique responses are okay! Everyone needs to keep in mind that we all have had experiences where we were made to feel less than. Unfortunately some endure these experiences more frequently than others. Therefore, if someone has had negative experiences in life as a result of the color of their skin (or someone they care about has) it’s important to create a space where all are willing to listen and not deny that feeling. No matter who is sitting in front of you, these lessons are necessary, they are needed, and they can help shape a generation of compassionate, empathetic, and informed students as early as kindergarten. Analyze Images: Find (age-appropriate) photos to project, or print, and display for your class to see. Give them ​ some background knowledge about the image you show them. Make sure to include facts only. It is not your job to tell them that something they are seeing is right or wrong — you are simply presenting the information to them. Specifically regarding Charlottesville, a “safe” image to use with your students could be any of the photos depicting the white supremacists holding torches. Ask your students the following questions: What do you see? How do you think they feel? ​ 404 Teaching Controversial Issues to Elementary Students Depending on the grade level you teach, give your students some background knowledge about why these men got together for a rally. How does that make you feel? Why? If you could talk to these men what would you say? What might ​ be a solution to this issue? This is a great time to address early on in the year that people of color in America have never been treated as equal. There is still a lot of work for all of us to do. It is not enough to tell your students to be nice. We need to teach them why racism is a plague on society that harms us all. We need to teach them how to spot racism, how to think critically about it, and what to do when they see it happening. Checking In: Check in with how your students are feeling throughout your lesson. In the lower grades, allow ​ students to draw a picture, circle a face, or draw a face that depicts how they are feeling before, during, and after a tough lesson. Older students can jot their feeling down anonymously on a Post-It note. You can group student responses by feelings so that students can see that others may or may not feel the same way as them. This can lead to more discussion about why some students feel a certain way. Additional guidelines for discussing controversial issues include: 1. Make your classroom a safe place in which to ask questions and discuss ideas 2. Listen to concerns that students have 3. Correct misinformation 4. Reassure your students 5. Help them find answers to their questions 6. Don’t burden your students with adult concerns 7. Emphasize that conflicts are opportunities For more information about each of these guidelines, read this article: https://mhschool.com/resources/teaching_children_controversy.pdf Finally, Susan Jones, a Boston elementary teacher, has developed a Ten-Point Model for Teaching Controversial Issues. To read more about her model: https://www.morningsidecenter.org/teachable-moment/lessons/10-point-model-teaching-controversial-is sues 405 American Indian Logos, Mascots, and Images Background Information American Indians have long challenged the use of stereotypical American Indian images by sports, entertainment, and educational institutions. Many contend that the use of such imagery is as demeaning as the imagery that denied the humanity of other racial groups in a not too distant past. Proponents for Indian mascots assert that these images honor Native peoples and promote native culture in highly visible forums, while opponents consider them as offensive as Amos & Andy, Frito Bandito or mammy (e.g. Aunt Jemima) would be portrayed today. While there is no denying that western colonization set in motion the demise of the traditional American Indian way of life, there remains profound resistance to letting go of Indian mascots or acknowledging the current impact these mascots and images have on Indian identity and cross-cultural relationships. For American Indian children, who are collectively denied positive media and educational models to counter these images the ramifications on self-identity are very real and documented. While they are the inheritors of strong and vibrant tribal communities, American Indian children share a legacy of poverty created by relocation and reservation systems. Too often rendered invisible by mainstream society, American Indian youth experience the dismissal of their progressions into the future as they are continually romanticized into the past. Often regarded as fierce warriors or noble savages the American Indian is expected to look, act, speak, and think in a manner predetermined by mainstream viewpoints, regardless of whether these perceptions are historically or currently accurate. In defining culture there is an inherent sense of entitlement to write one’s own record of history. To acknowledge the use of Indian mascots as hurtful or insulting would require reexamination of the accepted views of “new world discovery” and western expansion. Also, honest conversations would need to take place about the associated, economic benefit for professional sports organizations and educational institutions. These perspectives, among others, contribute to an inevitable conflict between those who support the continued use of cartoonish Indian mascots, those who find such images offensive and demeaning, and those that have documented real and actual harms that are caused by mascots to all students. Unlike the past, when mainstream viewpoints dictated cultural identification, American Indians today are expressing themselves through both contemporary and traditional mediums by insisting on their human right of self-determination. By educating all children to more accurately and positively reflect the contributions of all people, the use of American Indian mascots will no longer be an accepted reality, but an issue relegated to the footnotes of American history. Source: Report-Governor’s Commissions to Study American Indian Representations in Public Schools (2016). https://www.colorado.gov/pacific/sites/default/files/atoms/files/CSAIRPS-Report-2016.pdf 406 American Indian Logos, Mascots and Images Lesson Lesson Overview: Time Frame: Most stereotypes and misconceptions of American Indians are generalizations that are over 60 minutes simplified and inaccurate. Students should be aware of misconceptions and stereotypes that modern culture has placed on American Indians and the potential harm they may cause to the American Indian people. Inquiry Questions: 1. What stereotypes and misconceptions has modern culture placed on American Indians? 2. Can stereotypes and misconceptions cause harm to the American Indian people? 3. Why is it important to understand the impact that stereotypes and misconceptions can have on the American Indian people? Colorado Academic Standards – Social Studies: ● CO State History Standard 1: GLE #2 ○ EO.c. - Describe both past and present interactions among the people and cultures in Colorado. For example: American Indians, Spanish explorers, trappers/traders, and settlers after westward expansion. Colorado Academic Standards – Reading, Writing, and Communicating: ​ ● RWC Standard 1.1 Oral Expression and Listening o E.O.a. - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and ​ ​ teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
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